What Common Core is all about.
"If any man love the world, the love of the Father is not in him." 1 John 2:15


Dean Gotcher

Core is that which is the most important part of something, containing the seeds which propagate the same in the future.  Common is that which we all have in common, apart from that which makes us different.  Therefore Common Core is that which all children have in common, which is to be propagated, negating that which makes them different, i.e. negating that which divides.  For man or child, common to all is that which is of the world: "For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, ... is of the world." 1 John 2:16  Therefore the Core of education is to be "all that is of the world," i.e. "the lust of the flesh, and the lust of the eyes, and the pride of life."  For Common Core to become a reality, the Father's authority, i.e. that which is not of the world, i.e. that which engenders prejudice, that which divides must be negated:  "For all that is in the world,... is not of the Father , but is of the world." 1 John 2:16

Following this 'logic,' the Father's authority, i.e. the Father 1) giving His children commands, i.e. instructing them in what is right and what is wrong behavior, i.e. what is the right way to think and act and what is the wrong way to think and act, training them to think and act according to the His beliefs, values, and standards (according to His prejudice), where His commands are to be obeyed without questioning them or His authority, 2) chastening any who disobey, i.e. when they do what is wrong (thinking and acting counter to His prejudice), and rewarding any who obey, i.e. when they do what is right (thinking and acting in agreement to His prejudice), and 3) casting out any who disrespect His authority, i.e. who challenge and/or disregard His authority to 1) give commands to His children, commands to be obeyed without questioning them or His authority and to 2) chasten any who disobey and to 3) cast out any who question or challenge His authority, can only be negated by those of  (3, "the children of disobedience," negating the conditions of (1, absolutes and (2, judgment.  As His children learn and incorporate, not only His values, beliefs, and standards (His prejudice) but also His "right-wrong" "top-down" way of thinking and acting (His Patriarchal Paradigm), they propagate His Paradigm and prejudice, not only in the home but outside the home, in the world, as well, i.e. "pressuring" others to incorporate not only His values, beliefs, and standards (His prejudice) but also His "top-down," right-wrong" way of thinking and acting (His Patriarchal Paradigm) as well (Hebrews 12:5-11).  Thus the children in the "community" find it difficult if not impossible to associate with one another when their Fathers values, beliefs, and standards (accepted as their values, beliefs, and standards) conflict between one another, engendering an antithesis condition, i.e. creating alienation within the community.

As long as the Father's authority (His Patriarchal Paradigm), along with his values, belief, and standards (His prejudice) remain as the thesis in the child's life, the child's personal feelings and thoughts, which question or challenge (which are different than or are counter to) his Father's values, beliefs, and standards, remain the antithesis (Romans 7:14-25).  As long as this thesis-antithesis (the Father's authority over His children) condition exists the children remain subject to their Father's authority and prejudice.  Thus, not until the children are able to move away from their Father's home and create their own home are they then able to be themselves, i.e. think and act according to their own feelings and thoughts, become the thesis position to His children, inculcating their own values, beliefs, and commands (their prejudice) in their children's lives, while propagating their Father's "top-down," "right-wrong," Patriarchal Paradigm, way of thinking and acting upon them as well, replicating their Father's thesis-antithesis condition within the world as well, sustaining prejudice and division.

Common Core "solves the problem" of prejudice and division, not by finding one value, belief, or command upon which all families are to obey or "else," but by negating the condition which engenderers prejudice, i.e. the Father's authority (Genesis 3:1-6).   By creating a classroom environment where all the children can "freely" (without threat of chastening) share their opinions, i.e. openly share their "feelings" and "thoughts" regarding personal-social issues, i.e. dialoguing their opinions to a consensus (synthesis), to a "feeling" of "oneness," where all can arrive at a commonly agreed upon value, belief and command for the 'moment,' where values, beliefs, and commands become "adaptable to 'change,'" their Father's authority (along with His prejudice) can be negated, not only in their thoughts but also in their actions as well, i.e. 'liberating' them from the "old" world order, i.e. from the "old" way of "doing business," where Father's 1) preach and teach commands to Their children to be obeyed without question, 2) chasten those who disobey, and 3) cast out those who disrespect Their authority.  Not without creating a "new" world order, a "new" way of "doing business," where all the children (as the thesis) can, through the dialoguing of their opinions , i.e. how they "feel" and what they "think" in the 'moment,' to a consensus, can all children become united as "one," thinking and acting according to their own "human nature," i.e. thinking and acting according to that which they all have in common, i.e. "all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life," with the approaching of pleasure and the avoiding of pain becoming the 'driving' force of life, with the 'purpose' of life thereafter becoming no longer doing the Fathers' will but the praxis (community action) of 'liberating' children from their Father's authority (now regarded as the antithesis).  Through the praxis (socialist action) of the children negating their Father's "top-down," "right-wrong" (prejudice engendering way of thinking and acting) in the classroom (with the "help" of a facilitator of 'change'), the workplace, government, the home, and even the "church" can be 'changed.'

"Bloom's Taxonomy: Book 2," from which all certified teachers are trained, states: "The major impact of the new program [Common Core] is to develop attitudes and values toward learning which are not shared by the parents."  "There are many stores of the conflict and tension that these new practices are producing between parents and children." "In fact, a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives [how the children feel regarding their own desires and their parents authority which restrains them] through challenging the student's fixed beliefs and getting them to discuss issues."  "The affective domain is, in retrospect, a virtual 'Pandora's Box' [a box full of evils].  It is in this 'box' that the most influential controls are to be found. The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people."  Bloom's Taxonomies (including Revised), i.e. Common Core's "Weltanschauung," world view, or paradigm is based upon the ideology of two Marxists: "Cf. Erich Fromm, [Escape from Freedom] 1941; T. W. Adorno et al., [The Authoritarian Personality] 1950"  (Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 2, Affective Domain

The object is to use the classroom as a laboratory, as an "experiential chasm" between parents and their children, turning the classroom into an "adolescent society," to 'change' the paradigm (the way of thinking and acting) of the world, from a Patriarchal Paradigm, where the Father rules over his home, reflected politically with a King ruling over his kingdom, to a Heresiarchal Paradigm (of 'changingness', i.e. "tolerants of ambiguity" where deviancy becomes the norm of life) with the children (in adult bodies, i.e. adults with a child's urges and impulses) ruling over the world, reflected politically with soviets (the consensus process) and a Politburo style government (the networking of soviets between all branches of government, making all branches one) instead.  While the French, Russian, Chinese, etc. Revolutions killed the Father figure, i.e. the King, the American Revolution, as well as the Constitution, and the "Bill of Rights" left the Father figure, i.e. the King in place, not in the Federal, State, county, and city governments but with the Father, as a King ruling over his family, property, and business, creating a limited, representative form of government to keep his authority in place.

Common Core (based upon dialectic 'reasoning') is all about 'change,' i.e. negating the Father's authority in the thoughts and actions of the children, negating, in the next generation of citizens, the "guilty conscience," sovereignty, inalienable rights, and righteousness, under God, as being a way of life, empowering those in government, with no "guilty conscience," to use the the power of government for their own gain, under the guise of "serving and protecting the common good, i.e. 'the people.'"  It is what common-ism AKA Communism is all about. Common Core is Communist Curriculum (Bloom's Taxonomy) being used in the classroom, where the child's carnal nature, what all children have in common, becomes the foundation upon which all children of the world are to become united as "one" class of people, united in the common-ist cause of 'liberating' all children from their Father's authority.

The agenda of Common Core is the same as that of Karl Marx: "Once the earthly family is discovered to be the secret of the heavenly family, the former must be destroyed [annihilated] in theory and in practice."  (Karl Marx, Feuerbach Thesis # 4),  Sigmund Freud: "'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same." (Sigmund Freud in Herbert Marcuse, Eros and Civilization), and George Hegel: "The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such."  (George Hegel, System of Ethical Life)  Thus the 'drive' and 'purpose' of Common Core is to restructure (rewrite) history in the thoughts and actions of the future citizens, as "the children of disobedience" (the proletariat) 'liberate' the children of the world, with the help of the facilitators of 'change' (the vanguard party), from their Father's authority (from the King), negating the Father's authority (by either killing the Father or neutering Him, i.e. making him irrational and therefore irrelevant in the perception of the children) as well as converting (seducing, deceiving, and manipulating) the children of obedience (the bourgeoisie) or negating (neutralizing, marginalizing, and removing) them, all for the sake of worldly peace and socialist harmony, i.e. "Making the World Safe for Democracy."

As Mao purged China of the Father's authority, i.e. calling it a "cultural revolution," so today leadership is purging America of the same, i.e. calling it a "culture war."  While Common Core "seems to be" focused upon lower education, its real intent is to purge our universities, colleges, and trade schools of any residue of the traditional way of doing business, purging them of professors who support traditional private business.  With millions of Marxist thinking students entering the institutions of higher learning, grading their professors according to their Marxist ways, American education will, once and for all, be purged of its traditional way of thinking and acting.

Common Core's agenda is anathema to the gospel, since the gospel is based upon the Father's authority.  "And call no man your father upon the earth: for one is your father, which is in heaven." Matthew 23:9  "For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50  "Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my father which is in heaven." Matthew 7:21  "Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6  "Neither is there salvation in any other: for there is none other name under heaven given among men, whereby we must be saved."  Acts 4:12  The gospel message is Jesus stating:  "I want you to know my Father's love."  "I want you to know His love for you."

"No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon."  Matthew 6:24  "Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?"  Romans 6:16

For more on the subject of Common Core read: Common Core and Hitler's Youth,  Common Core Curriculum, and Common Core is creating Hitler's Youth - only on a global scale.

For more on the subject of the Lord God and the Lord Jesus Christ's love for you and eternal life read John 3:15-21 in the Word of God.

© Institution for Authority Research, Dean Gotcher 2013-2015